Dyslexia: The most Prevalent Language-Based Learning Disability

Transcription

1 Dyslexia: The most Prevalent Language-Based Learning Disability John Alexander, M.Ed. Head of School 1

2 Our Mission We build confidence, success, and purpose through transformative learning experiences. Our Vision To redefine the way our nation is taught, one student, one teacher, and one school at a time. Our Values Authenticity Collaboration Compassion Discovery Tenacity 3

3 Our School Founded in 1972, today our school is a national leader in the education of children with learning disabilities and attention disorders, as well as a center for literacy instruction. Learning Center The Learning Center at Groves Academy allows families from the community access to our educational offerings, including diagnostic testing, tutoring, speech and language therapy, assistive technology training, and career counseling. Education Development Groves provides professional development for teachers and schools. Our vision is to redefine the way our nation is taught one student, one teacher and one school at a time. 4

4 Dyslexia: A Definition An unexpected weakness in a sea of strengths Continuum

5 Dyslexia: Assumptions The teaching of reading and spelling must be viewed through a scientific lens. Reading does not come naturally (as speech does) and relies heavily on how we hear and manipulate sounds even before we see printed words. Reading is learned and, therefore, must be taught, supported, and sustained.

6 Dyslexia: Popular Misconceptions

7 Dyslexia: Popular Misconceptions On December 1 a Minneapolis special education public school teacher called and asked for help in creating an IEP for a fifth grade dyslexic student and said: What do I have to do? I thought they (dyslexic students) were mentally retarded. Earlier this fall, a teacher in the Anoka-Hennepin school district called regarding a dyslexic student and remarked: I thought dyslexic students were behavior problems.

8 Dyslexia: Popular Misconceptions Finally, it is very frustrating to hear teachers tell students with a learning difficulty to just try harder as if it were an issue of motivation. This would be similar to asking someone with a vision disability to look harder at an object so that he can see it.

9 Dyslexia Most adults, even experienced teachers of reading and writing, conceptualize words in their written rather than their spoken form unless they are taught to pay attention specifically to speech sounds.

10 Dyslexia: An Example What is this child trying to spell? jrs

11 Dyslexia: General Facts For at least 20% to 30% of our nation s children, reading is one of the most difficult tasks they will have to master throughout their schooling. About 40% of people with dyslexia have ADHD; about 40% of people with ADHD have dyslexia.

12 Dyslexia: General Facts There is just a 25% chance of a student with a reading problem reaching grade level in reading during his school experience if the problem is not identified and proper forms of intervention given by the start of third grade. Source: Research sponsored by National Institute of Health (NIH)

13 Discrepancy Model leads to failure Dyslexia: General Facts

14 Dyslexia: A National Problem Reading failure is a serious national problem that cannot be simply attributed to poverty, immigration, or the learning of English as a second language.

15 Dyslexia: A National Problem Approximately 75% of all people with a learning disability have difficulty reading and spelling. It is estimated that 70% of our prison population has a learning disability. Most disturbing: some southern states are planning for future prison growth by studying illiteracy rates of middle school students.

17 Dyslexia Identification: Who is at Risk? A family history of delayed speech and language development or literacy problems Difficulty rhyming by the age of four Errors in letter naming by the end of kindergarten (best predictor) Difficulty finding the words needed to express basic thoughts and ideas

18 Dyslexia Identification: Who is at Risk? Difficulty with the comprehension of spoken or written language Difficulty remembering colors and sequences (numbers, seasons, days of week, months, etc.) Children with memory issues

19 Dyslexia Identification: Who is at Risk? Difficulty with directionality with regard to space and time (right and left, up and down, early and late, yesterday and tomorrow) Difficulty decoding words single word identification Difficulty encoding spelling words Slow rate of writing

20 Dyslexia Identification: Next Steps If you suspect your child has dyslexia or any learning difficulty what should you do A psycho-educational assessment is needed Two choices: Private Public School System

22 Reading & Spelling: Foundational Knowledge To be literate you must have at least an implicit knowledge of: Phonemic Awareness: The ability to sequence, segment and manipulate speech sounds a primary building block for reading and spelling /CAT/ is comprised of three speech sounds, /C/ /A/ /T/

23 Reading & Spelling: Foundational Knowledge To be literate you must have at least an implicit knowledge of: Phonology: Rules governing speech sounds. In English we can t have the trs combination, but we can have str Difference between /p/ and /b/

24 Reading & Spelling: Foundational Knowledge To be literate you must have at least an implicit knowledge of: Phonics: Symbol-sound and sound-symbol relationships.

25 Reading & Spelling: Foundational Knowledge To be literate you must have at least an implicit knowledge of: Morphology: The study of word structure and meaning

26 Reading & Spelling: Foundational Knowledge To be literate you must have at least an implicit knowledge of: Orthography: A language s spelling system The English Language spelling system is largely rule-based: hop + ing = hopping hope + ing = hoping marry + ed = married play + ed = played

27 Dyslexia: Intervention The most reliable indicator of difficulties in comprehending what is read is the ability to read quickly and accurately (reading fluency). Reading the English language requires understanding the alphabetic writing system understanding that the alphabetic print must be converted into sounds and meaningful messages.

28 Dyslexia: Intervention Effective classroom instruction in the early grades by well prepared teachers is the most powerful method for preventing reading and learning problems. When teaching children who have a difficult time learning to read, the research indicates that explicit, systematic instruction is most effective.

29 Dyslexia: Intervention Instruction should include: Teaching phonemic awareness at an early age (kindergarten) Teaching the common sound-spelling relationships in words Teaching children how to say the sounds in words

30 Dyslexia: Intervention Instruction should: Use text that is composed of words that use sound spelling correspondences that children have learned Use interesting stories to develop vocabulary and language comprehension

31 Dyslexia: Intervention The most effective classroom method for early reading instruction involves a combination of: Explicit instruction in word recognition skills and Reading comprehension strategies with the opportunities to apply and practice these skills in literature

34 Dyslexia: A Survey of Language Knowledge When is ck used in spelling? What letters signal that g is pronounced like a /j/? List all the ways that you can think of to spell /k/? What are the six common syllable types in English? When adding a suffix to a word ending in y, what is the rule? What is the silent-e rule for spelling? Taken from Moats, The Missing Foundation in Teacher Education

35 Dyslexia: A Survey of Language Knowledge From the survey, we found: 27% could identify the number of morphemes in a word 10% could consistently identify consonant blends How many speech sounds in ox? 25% knew that ox has 3 speech sounds; Taken from Moats, The Missing Foundation in Teacher Education

43 Dyslexia: Research Haskins Laboratory Findings: The neural pathways of dyslexics light up differently than the pathways of normal readers. The neural pathways can be rewired with proper intervention.

44 Dyslexia: Research Haskins Laboratory Findings: Four variables of intervention dependent upon where on the continuum a student falls: The intervention itself Intensity Frequency Duration

45 Dyslexia: An Economic Case for Policy Change California Kindergarten Three-year Study: Avg. cost of the intervention: $200 per student per year ($600/student for three years) : 11 second grade students in Resource Room for reading $3,000 per student (conservative estimate of special education cost) $3,000 per year for 11 students; over ten years (third through twelfth grade) = $330, year after 3 year identification and intervention 2 students in second grade Resource Room for reading; this is an 80% reduction $6,000 per year for 2 students for Resource Room for reading; over ten years = $60,000 Savings of $270,000 over 10 years for this one class

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